Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

 

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.

 

Bart Huisman, Nadira Saab, Paul van den Broek & Jan van Driel (2019)

The impact of formative peer feedback on higher education students’ academic writing:

a Meta-Analysis, Assessment & Evaluation in Higher Education, Assessment & Evaluation in Higher Education, 44:6, 863-880. 

 

Deslauriers, Louis, McCarty, Logan S., Miller, Kelly, Callaghan, Kristina, Kestin, Greg (2019) Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom, Proceedings Of The National Academy Of Sciences, 116:39, 19251-19257. 

 

 

לקריאה נוספת על הוראה פעילה במוסדות מובילים בעולם:

Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. 

Poorvu center for Teaching and Learning, Yale University, Active Learning Center.

Inclusive Teaching Through Active Learning, The Harriet W. Sheridan Center for Teaching and Learning, Brown University. 

Active Learning, The Derek Bok Center for Teaching and Learning, Harvard University.